University pedagogical advisory: what reveals the brazilian scientific production?

• Autor(a) principal: Antonello, Jaqueline
• Data de Publicação: 2023
• Outros Autores: Maldonado, Elaine Cristina, Garcia, Juliana Bittencourt, Reschke, Maria Janine Dalpiaz, De Sordi, Mara Regina Lemes, Cunha, Maria Isabel da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17939
• topic: Educação Superior. Políticas Institucionais. Formação Continuada. Assessoria Pedagógica Universitária. Produção Científica.; Higher education. Institutional Policies. Continuing Training. University Pedagogical Advisory. Scientific Production.; Educación Superior. Políticas Institucionales. Formación Continua. Asesoramiento Pedagógico Universitario. Producción Científica.

This work aims to present the results of analysis developed from a bibliographic search on the theme of University Pedagogical Advisory. Studies about formative and support spaces for teaching in higher education have been expanded in Brazil, mainly through investigative movements of actions mapping. Methodologically, a search was realized in specific sources, focusing on periodicals articles. After selection of texts with contributions to study theme, nine answered the defined criteria, based on understanding the relevance of mobilizing theme and the keywords. The texts were published in periodicals of national public universities, that, however, are based on books as sources that provide the basis for reflections and important concepts to the area. The theoretical referential result from University Pedagogy and the University Pedagogical Advisory, through writings of Cunha (2014a, 2014b, 2015), Lucarelli (2000, 2007, 2008), Carrasco (2016, 2020), Xavier (2019) and Antonello (2020, 2021). The analysis showed that there is a coherent perspective on the function and work of pedagogical advisory in higher education. Although the notion of pedagogical advisory is not expressed clearly and conceptually, there is a convergence in understanding this as a field of help that, together with and dependent on institutional policies, is being instituted in the academic culture and constructing professional profiles.